AFTER LESSON

Well I had a lot of fun with the students during my lesson. It went really good. I really enjoy using powerpoint with my students because it is something different for them. They enjoyed learning about a new way to relay information. I had talked to my teacher about how they did the day before when she introduced the lesson time to them. She said they were having trouble distingushing the difference between the hour and minute had. So I hit hard on the area during my lesson. I was able to show them a little trick on my powerpoint that they loved. Overall, they had fun with Google presentation, and they are excited and ready to make their own.


GOOGLE PRESENTATION LESSON

Ms. Mirabal :)

TIME LESSON!

Name; JUSTINA MIRABAL  Date of Lesson: APRIL 27, 2010  Time in___ Time out____ CT Name: MS. VILLARREAL

 

Subject Area: MATH

School/Grade Level: FAYE WEBB/ SECOND GRADE 

Standards/TEKS:

(9)  Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units ( from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to:

(A)  identify concrete models that approximate standard units of length and use them to measure length;

(10)  Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to:

                (B)  read and write times shown on analog and digital clocks using five-minute increments;

English Language Proficiency Standards:

(5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A)  learn relationships between sounds and letters of the English language to represent sounds when writing in English;

(B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary;

Time Constraints: 

Anticipate the time you will need to teach each part of this lesson.  Break it into parts:

Focus: _5___minutes; Input: _15___ minutes; GP: __10___ minutes; IP: __10__minutes; Closure: __5___minutes

Cognitive Objectives:

Behavior: provided with a worksheet and powerpoint the students will be able to provide the teacher with definitions of key vocabulary they have gone over during their previous lesson over time.

Language: Provided with key vocabulary words, the students will be able to understand and answer questions during the lesson

Modifications or Accommodations: 

Struggling Student: students who are struggling will be provided with more time will doing the worksheet. In addition they will be provided with a partner to go over key vocabulary and concepts they do not quite understand.

Advanced Student: Advanced students will be able to walk around and help those who are having problems. They will be given more advanced time questions where they are going to have to focus on.

Previous Knowledge Necessary:

Prior to this lesson students must know how to skip count by fives. They must also have an understanding of what an analog clock is and what a digital clock is. They will be introduced on how to read on a analog clock so that they will be able to wear a watch, or help their peers figure out what time it is.

Community and Culture:

Nowadays, so many students are struggling to tell time. We rely so much on digital time, phones, and other objects that we forget how reliable and important it is to be able to tell time on an analog clock. We take so many things for granted and something so little as telling time on a regular clock is so important for us to be able to do.

Rationale:

It is important to go over today’s lesson, because students these days rely only on digital clocks. They must be able to help their peers and those struggling to understand how to tell time.

Materials Needed:

·   Index Cards

·   Individual Mini Clocks

·   Teacher Clock

·   Math Worksheets

·   Math Homework

·   Print out Clocks

·   Pencils

·   Powerpoint on Time

·   Computer

Multiple Intelligences:

·         Logical/Mathematical: students were able to come up with problems using time. They also are able to use their skip counting, trying to figure out what time it says.

·         Verbal/Linguistic: students will be able to raise their hand and tell the teacher what issues they have with telling time. They will also be able to answer and ask questions they may have over time.

·         Bodily/Kinesthetic: Before the lesson starts the students will do stretches to get their minds and bodies warmed up to learn.

·         Interpersonal: Students must be comfortable with themselves to be able to work on the assignments that are planned for the day.

·         Intrapersonal: students will have to be aware of peers emotions while playing around the world. They must be aware that everyone works at different levels.

·         Visual/Spatial: I will provide many visuals during the lesson such as; clocks, powerpoints, videos, and index cards with clocks.

Instructional Steps:

                At the beginning of the lesson,

ü  Hello students, today we will be going over Time. Yesterday Ms. Villarreal introduced you all to the basic concept of how to tell time. Some of the vocabulary that you were introduced to was minute hand, hour hand, half-hour, minute, and hour.

ü  During the lesson, we will be going over doing many fun things. I will be showing all of you a powerpoint that helps you better understand the difference between the minute and hour hand. We will also be playing a game, using a powerpoint that I have found.

ü  By the end of the lesson, you should be able to tell time without any hesitation. It will be fun and easy for you to share all the great skills and tricks you have learned today.

Focus/Anticipatory Set/Hook:

Students will start the lesson off by doing some daily stretches. They will enjoy stretching out their bodies, and warming up their minds because they are so used to sitting down. The lesson will start off by going over what they were introduced to about time with their teacher the day before. We will go over new vocabulary words that they were introduced to. We will talk about them, and I will discuss how they will be helping us during our lesson today.

ü  Teaching: Input:

o The students will watch an envision math video where they will be introduced to today’s topic which is telling time, by five minute intervals.

o As a class we will go over a powerpoint which will be helping out the students go over the differences between the minute and hour hands. As a class we will discuss each slide and go over any questions that the students may have. We will go over

o The class will be going over many vocabulary words such as minute hand, hour hand, and half-hour.

ü  Model/Demonstrate

During the lesson I will be using the large clock to model different times that we will be going over when we are doing our guided practice worksheet together. I will demonstrate and point out tha differences between the large and small hand on the clock.

ü  Checking for Understanding:

Since I am going over the lesson with a powerpoint presentation, I found another powerpoint that we will be using as a mini quiz game. The children will be able to see a clock, and guess the time that it says. I will be calling on students that may be having trouble with telling time. We will also be doing a worksheet together as a class, where they will be able to write the time on a digital clock as well as draw the minute and hour hands using different times on their worksheet.

·         Guided Practice:

Our guided practice for today will be a worksheet that we will be going over together as a class. The students will be drawing the minute and hour hands on their worksheet. I will be going around observing the students to make sure that everyone is on the right track. I will model the hands on the big clock so they will visually see where the placement of the hand goes on their worksheet.

·         Independent Practice (You do it alone.)

Students will be given a take home assignment to do for homework over today’s lesson. They will be drawing the lines on the clock for the times that is asks of them on their worksheet. They will also journal about why the placement of the hands is between two numbers. We will also be playing a fun game called “Around the world” The students will be shown an index card with a clock and they must guess the time. The first student to guess the time gets to go around the classroom and race against their peers. If the students do not guess in time they stay in their seat.

·         Closure: **

Today we talked about many vocabulary words and we are not able to tell time not only on a digital clock, but an analog clock as well. We will be able to use the skills and practice that we have done today when having to tell time.

Google Presentation

"Telling Time"

Pre-Lesson(Google Docs Presentation)

For my lesson I used Google Docs Presentation. I was excited to use this with my students because they are so used to using the same type of technology in their classroom. My teacher always introduces her math lessons with envision math which is the curriculum that our school uses. I found a powerpoint, and switched it up a little and created it under Google Docs Presentation. I was excited and nervous to see the students reaction. I figured since it was new they would not get out of hand. I have a very talkative classroom so I figured if I tried something different they would enjoy it.